兒童瑜伽情緒效能團體對有情緒困擾的注意力缺陷過動症兒童之成效研究

Interventional Effects of Kids-Yoga-Emotional-Efficacy Group among Children with ADHD and Emotional Disturbance

王昱勻(Yu-Yun Wang)

指導教授 ： 陳秀蓉 ； 蕭淑惠

國立臺灣師範大學/教育學院/教育心理與輔導學系/碩士(2013年)

摘要

研究者欲以自編的兒童瑜伽情緒效能團體對ADHD兒童進行每周兩次每次90分鐘共計十堂課的介入，研究目的在探討兒童瑜伽情緒效能治療團體之成效。研究者假設經過團體後可以改善成員不專注、過動／衝動、情緒調整與生活適應。研究對象方面，研究者以家長填SNAP-IV量表中文版與情緒障礙量表作為篩選工具，選出SNAP-IV量表得分在前5%且在情緒障礙量表中有2個以上分量表達標準分數13以上或情緒障礙商數120以上之13名國小三年級～五年級兒童作為實驗組。研究方法方面，研究者採量化與質性研究分析，量化研究工具共4份，包含家長填SNAP-IV中文版、情緒調整量表、生活適應量表與研究自編行為觀察問卷，質性資料為團體歷程中之觀察員記錄、事後討論記錄、回溯稿、家長訪談等文本內容進行資料分析。結果發現，兒童瑜伽情緒效能團體的成效實驗組和控制組在情緒效能分量表的分數差異上有顯著改變；在SNAP-IV量表後測總分、過動與衝動分量表的後測分數皆下降；在人際適應分量表、心理與情緒適應分量表、生理適應分量表的後測分數皆有上升；在情緒覺察、情緒表達、調整策略之後測分數皆有上升。質性分析發現：1.行為表現上團體後期，成員與帶領者間有較多配合、等待，成員之間有較多合作、創新等利團體的互動成分，分心、干擾、抗拒行為出現頻率降低、強度減弱，情緒上開始在意榮譽感、利用學習到的情緒調整策略轉變思考與情緒。2.成員在參與兒童瑜伽情緒效能團體後的改變元素有五，分別為放鬆不過度警覺、動機與效能感提升、正向語句使用與人際關係提升、專注力提升、習得調整策略幫助情緒穩定與為行為修正等生理、心理、社會的改變。研究者根據研究結果加以討論，提出未來研究的方向與實務應用的重點以供參考。

關鍵字

兒童瑜伽 ； 情緒效能團體 ； 注意力缺失過動症（Attention Deficit Hyperactivity Disorder, ADHD） ； 成效研究

並列摘要

The main aim of this research study is to explore the outcome effects of 10 session kids yoga emotin efficacy group intervention which designed by researcher. The 10 sessions kids yoga emotinal efficacy group held 90mins, twice in a week. This research study including 3 objectives. They are: 1. to examine whether if the scores of inattetion and hyperactivity/impusivity in SNAP-IV after are higher than before, 2. to examine whether if the the score of life adjustment and emotion regulation in Life Adjustment Inventory and Emotion Regulation Inventory of elementary school students after are higher than before , 3. the maintaining effects of group 1, 4. to explore the trasformation elements and experience among memebers during this group. Method: Participants were 13 children among 3th-5th grade who got 95 percentile in SNAP-IV parent scale and got emotion disorder in Sale for Assessng Emotional Disturbance (at least 2/5 subscale are above standard score 13, or got at least 120 in overall emotional disturbance quotient) in pre-screen phase. These 13 participants were dived into two groups (Group 1, n=7; Group 2, n=8 ), intervention began in July and August subsequently. The one began in August is also wating list control group (n=6). Quantitative data colletions came from parents-completed SNAP-IV, observation table, and childrencompleted Life Adjustment and Emotion Regulation Inventory. Qualitative data collections came from observation of observer, discussion, leader’s notes, and parents interviews. Quantitative data were analysed by SPSS 20.0. Qualititative data were analysed by trangulation methods. This research study shows the follow results: 1. The scores of intervention group are significantly higher than control group in the score of emotional efficacy subscale, and the intervention group has small effect size. 2. The scores of intervention group are lower than control group in inattention, hyperactivity/impulsivity subscale of SNAP-IV, which means intervention group is helpful to reduce inattention, hyperacitivity and impulsivity. Also, the group has small effect size. 3. The scores of intervention group are higher in interpersonal, psychological/emotional, physical adjustment subsale, and the group has small effect size. Qualitative results shows that, 1. Members had more inattional, disruptive , and strong behaivors, and had more distrust, anxiety, and anger in the in the beginning phase. Memebers starts to show more obedience, waiting, collaboration and innovation in the middle phase. 2. The common transformation elements among group members are: a. promotion of motivation and efficacy, b. using positive sentence and have better interpersonal relationship, c. more concentrate on tasks, d. expanding regulation strategy. There are still one unique transformation elements rest, it is behavioral modification. It is only shwed by some specific member. Generally speaking, children and parents claimed this group has positive benefits in attention, reducing hyperacitivity/impulsitivty, life adjustment and emotion regulation.

並列關鍵字

kid yoga ； emotion efficacy group ； Attention Deficit Hyperactivity Disorder (ADHD) ； effect research

參考文獻

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